Envisioning Effective Technology Integration: A Scenario for English Education Doctoral Programs
Ewa McGrail, Georgia State University, United States ; Robert Rozema, Grand Valley State University, United States
CITE Journal Volume 5, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
As national teacher education and government organizations continue to endorse technology integration in K-12 settings, university doctoral programs in English education face a complex task. They are being called upon to prepare scholars who will contribute meaningfully to the latest corpus of research and also to prepare teacher educators who will be conversant in both traditional academic areas, as well as the cutting edge of the latest technology-enhanced (and frequently media-based) pedagogical and communicative tools. How should doctoral programs prepare students for such complex leadership roles? In answer to this question, this article presents a scenario describing effective technology integration in doctoral English education. It suggests specific ways of integrating technology into the three components of a doctoral English education program: coursework and comprehensive exams, teaching practicum, and research and dissertation.
McGrail, E. & Rozema, R. (2005). Envisioning Effective Technology Integration: A Scenario for English Education Doctoral Programs. Contemporary Issues in Technology and Teacher Education, 5(3), 237-253. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education